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Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

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Short and fundamental instructions for learning thorough bass ... by means of which a person may soon attain to a compleat understanding both of the theory & practice ... by John Jasper Heck. 1775.. Digitized from IA40312803-24 . Previous issue: bim_eighteenth-century_parochial-music-correcte_riley-william_1762 . Next issue: bim_eighteenth-century_hopes-new-method-of-fen_hope-william-sir_1714 .

Short and fundamental instructions for learning thorough bass ... by means of which a person may soon attain to a compleat understanding both of the theory & practice ... by John Jasper Heck. 1775.. Digitized from IA40312803-24 . Previous issue: bim_eighteenth-century_parochial-music-correcte_riley-william_1762 . Next issue: bim_eighteenth-century_hopes-new-method-of-fen_hope-william-sir_1714 .

The central concern of this volume is how to provide quality education to African children, adolescents and adults through the best-suited media and curricular content in order to achieve social cohesion, inclusion and sustainable development. For at least five decades, since the 1953 UNESCO Report "The Use of Vernacular Languages in Education," African countries have been struggling to find an effective strategy that allows them to move from an education system inherited from the colonial period to a more transformative and culturally-relevant education system that takes into consideration African values and languages, specific socio-cultural and linguistic backgrounds as well as particular educational needs. Such a relevant and effective education strategy would be characterised, first of all, by the use of an appropriate medium of instruction, the use of adequate teaching techniques, the use of culturally adequate curriculum content and sufficient financial and material resources. Currently there are two competing views with respect to the central issue of language in education. Each view is based on a different vision for African societies: (1) The view that reflects the current practice in most African countries advocates for the continued use of the official/foreign language as the primary and ultimate medium of instruction throughout the entire educational system. This view refers to substractive and early-exit bilingual education models; and (2) The second view argues that the viewpoint above reflects the colonial vision of Africa which should not and can no longer be the vision for contemporary Africa. It advocates for the use of mother tongues or familiar languages as primary media of instruction and for the gradual introduction of the official/foreign language throughout the education system. This view refers to late exit and additive bilingual education models. As a result of this research, there is convincing evidence to argue for the second approach: the use of mother tongue (often an African language), i.e. a language familiar to the child upon school entry, as the natural medium of instruction in all African schools. This volume contains the following chapters: (1) Background and history--language politics and planning in Africa (Ekkehard Wolff); (2) Theory and practice--language education models in Africa: research, design, decision-making and outcomes (Kathleen Heugh); (3) Teaching practices--teaching in a familiar language (Hassana Alidou and Birgit Brock-Utne); (4) Active students--learning through a language they master (Birgit Brock-Utne and Hassana Alidou); (5) Use of African languages for literacy: conditions, factors and processes in Benin, Burkina Faso, Cameroon, Mali, Tanzania and Zambia (Hassana Alidou); (6) Cost implications of the provision of mother-tongue and strong bilingual models of education in Africa (Kathleen Heugh); (7) Publications in African languages and the development of bilingual education (Yaya Satina Diallo); and (8) Promise and pitfalls--A commercial view of publishing in African languages (Peter Reiner). Mother-tongue and bilingual education programmes in Africa are appended. A glossary is included. Individual chapters contain footnotes. (Contains 26 tables and 5 figures.)

Researchers invested in K-12 education struggle not just to enhance pedagogy, curriculum, and student engagement, but also to harness the power of technology in ways that will optimize learning. Online learning platforms offer a powerful environment for educational research at scale. The present work details the creation of an automated system designed to provide researchers with insights regarding data logged from randomized controlled experiments conducted within the ASSISTments TestBed. The Assessment of Learning Infrastructure (ALI) builds upon existing technologies to foster a symbiotic relationship beneficial to students, researchers, the platform and its content, and the learning analytics community. ALI is a sophisticated automated reporting system that provides an overview of sample distributions and basic analyses for researchers to consider when assessing their data. ALI's benefits can also be felt at scale through analyses that crosscut multiple studies to drive iterative platform improvements while promoting personalized learning. [This paper was published in: "LAK '16: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge," (pp. 279-288).]

Researchers invested in K-12 education struggle not just to enhance pedagogy, curriculum, and student engagement, but also to harness the power of technology in ways that will optimize learning. Online learning platforms offer a powerful environment for educational research at scale. The present work details the creation of an automated system designed to provide researchers with insights regarding data logged from randomized controlled experiments conducted within the ASSISTments TestBed. The Assessment of Learning Infrastructure (ALI) builds upon existing technologies to foster a symbiotic relationship beneficial to students, researchers, the platform and its content, and the learning analytics community. ALI is a sophisticated automated reporting system that provides an overview of sample distributions and basic analyses for researchers to consider when assessing their data. ALI's benefits can also be felt at scale through analyses that crosscut multiple studies to drive iterative platform improvements while promoting personalized learning. [This paper was published in: "LAK '16: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge," (pp. 279-288).]

Researchers invested in K-12 education struggle not just to enhance pedagogy, curriculum, and student engagement, but also to harness the power of technology in ways that will optimize learning. Online learning platforms offer a powerful environment for educational research at scale. The present work details the creation of an automated system designed to provide researchers with insights regarding data logged from randomized controlled experiments conducted within the ASSISTments TestBed. The Assessment of Learning Infrastructure (ALI) builds upon existing technologies to foster a symbiotic relationship beneficial to students, researchers, the platform and its content, and the learning analytics community. ALI is a sophisticated automated reporting system that provides an overview of sample distributions and basic analyses for researchers to consider when assessing their data. ALI's benefits can also be felt at scale through analyses that crosscut multiple studies to drive iterative platform improvements while promoting personalized learning. [This paper was published in: "LAK '16: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge," (pp. 279-288).]

424 pages ; 21 cm

126 p. 24 cm

126 p. 24 cm

This is the third annual listing of graduate theses and dissertations in English as a Second Language (ESL). The studies cited here were completed during the academic year 1977-1978. The listing is intended to provide graduate students and others doing research in ESL and related fields with specific, comprehensive data on current graduate-level studies. Information was contributed by program directors, graduate advisers, and department chairmen from among the institutions in the United States and Canada that are known to have graduate programs in ESL. Each of the 90 entries provides the writer's name, thesis or dissertation title, degree earned, university, year degree was granted, name of thesis adviser, department or program, and writer's address. In addition, most entries include summaries of abstracts prepared by the writers. Entries are listed under the following headings: (1) Adult Education, (2) Bilingualism, (3) Contrastive Studies, (4) Culture, (5) Curriculum, (6) Grammar, (7) Literature, (8) Materials and Methods, (9) Phonology, (10) Profession, (11) Psycholinguistics, (12) Reading, (13) Research, (14) Second Dialect, (15) Second Language Learning, (16) Sociolinguistics, (17) Testing, (18) Visual Aids, and (19) Writing. (Author/AMH)

This is the third annual listing of graduate theses and dissertations in English as a Second Language (ESL). The studies cited here were completed during the academic year 1977-1978. The listing is intended to provide graduate students and others doing research in ESL and related fields with specific, comprehensive data on current graduate-level studies. Information was contributed by program directors, graduate advisers, and department chairmen from among the institutions in the United States and Canada that are known to have graduate programs in ESL. Each of the 90 entries provides the writer's name, thesis or dissertation title, degree earned, university, year degree was granted, name of thesis adviser, department or program, and writer's address. In addition, most entries include summaries of abstracts prepared by the writers. Entries are listed under the following headings: (1) Adult Education, (2) Bilingualism, (3) Contrastive Studies, (4) Culture, (5) Curriculum, (6) Grammar, (7) Literature, (8) Materials and Methods, (9) Phonology, (10) Profession, (11) Psycholinguistics, (12) Reading, (13) Research, (14) Second Dialect, (15) Second Language Learning, (16) Sociolinguistics, (17) Testing, (18) Visual Aids, and (19) Writing. (Author/AMH)

Every chapter in the widely distributed first edition has been updated, and four new chapters on current issues such as connectivism and social software innovations have been added. Essays by practitioners and scholars active in the complex, diverse, and rapidly evolving field of distance education blend scholarship and research; practical attention to the details of teaching and learning; and mindful attention to the economics of the business of education. The Theory and Practice of Online Learning is the winner of the 2009 Charles A. Wedemeyer Award, provided by the University Professional & Continuing Education Association. Copyright: This work is licensed under a Creative Commons License (CC BY-NC-ND 2.5 CA). It may be reproduced for non-commercial purposes, provided that the original author is credited. Available from Athabasca University Press: http://www.aupress.ca/index.php/books/120146

This yearbook presents theories of learning, discusses the research on which they are based, and suggests ways to apply these theories to concrete learning situations. After an introduction to the more prominent theories in chapter 1, the remaining chapters present more specific areas and questions. The next three chapters deal with motivation, concept formation, and sensory learning, respectively. Discussed in chapter 5 is the correct use of language in mathematics; the following chapter provides suggestions for the use of drill and practice. Transfer of training and problem solving are the two important issues presented next. The last three chapters are on individual differences, planned instruction, and improving instruction. Most chapters have a bibliography. (LS)

This 10-chapter monograph explores the range of influences parents have on their children's linguistic development and in the process attempts to understand why parents adopt the language styles they do in addressing children. The discussion focuses on the following three themes that are interwoven throughout the book: (1) the social nature of human language that drives parents to adopt a particular style of language with their children; (2) the importance of multiple variables in determining the precise effect a specific parent may have on the language of a particular child; and (3) the difference between direct and indirect effects on the learning process. Chapters 1 and 2 discuss variables that help shape linguistic interaction between parent and child. Chapter 3 examines the character and functioning of baby talk, and the next four chapters focus on how adults influence their children's development of conversational skills, phonology, lexicon, and grammar. Chapter 8 turns to parental roles in the development of literacy and the place of television in language learning. Language problems (real and imagined) are the subject of chapter 9, and chapter 10 offers concluding remarks. (VWL)

This paper reports data from a program of research examining how teachers learn the practical, professional knowledge of teaching. Data collection focused on interviews with teachers immediately following a period of classroom observation. Interviews were spaced at monthly intervals when possible. The 15 participants included teachers in training, teachers in their first year of teaching, and several teachers withseveral years of experience. Of particular interest was the concept of "seeing" as applied to teachers' views of their work: the process of perception being regarded not as observation followed by selection and interpretation, but as a unified process in which observation is interpretive. The occurrence and significance of metaphors in teachers' accounts of their practical knowledge and the changes that occur in teachers' perspectives on their work as a result of events of practice were explored. The theoretical framework for the research is drawn from Schon's (1983) "The Reflective Practitioner." This paper explores the tension between theory and practice by considering excepts from interviews with two teachers, one in her first year of teaching and the other in her second year of teaching. (JD)

Founded on the premise of a connection between the neglect of the core purposes of undergraduate liberal education, on the one hand, and certain patterns of disengagement exhibited by students, on the other, the Bringing Theory to Practice project provides support for campus programs as well as for research on the connection of certain forms of engaged learning to student health, well-being, and civic development. Engaged learning appears to be the normative condition for multiple types of development--cognitive, emotional, moral, and civic. In this article, the author talks about student disengagement and engaged learning, as well as the key role of faculty in the Bringing Theory to Practice project. (Contains 1 note.)

This monograph examines recent trends in the education of students from non-English-language backgrounds and cultures who may have learning difficulties or possible disabilities. Chapter 1 provides an overview of policy issues with respect to the education of students learning English as a new language and the interface between regular education, special education, and English-as-a-Second-Language (ESL)/bilingual programs. Chapters 2 and 3 describe procedures followed at Newport Elementary School in its efforts to enhance the learning opportunities of non-English-background students and to incorporate them into mainstream instruction. Chapters 4 and 5 present case studies of two such students experiencing learning difficulties and failing to progress in their current programs. Both studies illustrate how special attention and collaborative problem-solving are important for ensuring that all students are provided appropriate instruction. The final chapter focuses on assessment and instructional planning and implementation. Contains 172 references. (MSE)

Two faculty members of the Division of Education at Neumann College (Pennsylvania) have collaborated in the development of a cooperative learning based teacher preparation curriculum in early childhood education and elementary education. At every level of pre-service training, students enrolled in these programs are exposed to activities, strategies, and assignments that incorporate cooperative learning. The curriculum is grounded in the relationship that is established between cooperative learning and the three domains of learning: cognitive, affective, and psychomotor. Ultimately, students become fully engaged in recognizing when the application of cooperative learning to instruction is appropriate, why its application benefits the learner, and how to make the most effective application of it. (Contains 15 references.) (Author)

This book briefs teachers on how to analyze individual students' spelling errors and coach them on strategies to overcome them. Although the book deals with spelling weaknesses of both learning disabled and basic writers, its message to practitioners can also provide help for any student who has spelling weaknesses. The book is organized in two main sections. The first of these, "Theory and Research," begins by discussing the background of the English spelling system, examining spelling problems, attempts at reform, and related pedagogical changes. This section then goes on to consider current theory and research, concentrating on the spelling problems teachers will encounter in the classroom. The second section, "Practice," includes discussions of 24 English spelling rules; how to use mnemonic devices; activities and techniques that strengthen visual and auditory skills; using the dictionary; understanding word elements; sample spelling lists; teaching proofreading techniques; and using computerized spelling aids. (SR)

This paper presents a literature review of theory and briefly presents insight from a case study. The literature review attempts to explain what Putaiao is, how it is being taught, and the learning of Putaiao. It also investigates the Putaiao curriculum and the challenges currently being faced. The literature covers students from early childhood, primary, and secondary school, and in this review, it is mainly limited to Maori immersion classrooms and schools. Further work is needed focusing on teacher education and professional development of Putaiao teachers. Putaiao as a subject is facing several challenges that may be combated through more specific interventions - rather than studies investigating Kura as a whole. Despite the challenges faced, the literature overall has a positive outlook in which Putaiao is enjoyed by students who see it relates to their own knowledge and culture. The case study took place in a Maori medium school that caters for year 9-13 students. Two teachers from a Maori medium school (Kura) who had no background in science and their year 9 and 10 classes voluntarily participated in this research. Through support to teachers in the form of upskilling themselves and learning along with the students, teachers gained confidence and began to teach Putaiao. Teachers willingly learn new vocabulary to pass it on to their students. In addition, among mainstream schools, many of the studies had positive impacts by raising awareness among teachers of how to teach Maori students, and how to incorporate some of the values that are fundamental to Putaiao.

This thesis presents new positive results--both theoretical and empirical--in machine learning. The primary learning-theoretic contribution is the Harmonic Sieve, the first efficient algorithm for learning the well-studied class of Disjunctive Normal Form (DNF) expressions (learning is accomplished within the Probably Approximately Correct model with respect to the uniform distribution using membership queries). Of particular interest is the novel use of Fourier methods within the algorithm. Specifically, all prior Fourier-based learning algorithms focused on finding large Fourier coefficients of the function to be learned (the target). The Harmonic Sieve departs from this paradigm; it instead learns by finding large coefficients of certain functions other than the target. The robustness of this new Fourier technique is illustrated by applying it to prove learnability of noisy DNF expressions, of a circuit class that is even more expressive than DNF, and of an interesting class of geometric concepts. Empirically, the thesis demonstrates the significant practical potential of a classification-learning algorithm closely related to the Harmonic Sieve. The Boosting-based Perceptron (BBP) learning algorithm produces classifiers that are nonlinear perceptrons (weighted thresholds over higher-order features). On several previously-studied machine learning benchmarks, the BBP algorithm produces classifiers that achieve accuracies essentially equivalent to or even better than the best previously-reported classifiers. Additionally, the perceptrons produced by the BBP algorithm tend to be relatively intelligible, an important feature in many machine learning applications. In a related vein, BBP and the Harmonic Sieve are applied successfully to the problem of rule extraction, that is, the problem of approximating an unintelligible classifier by a more intelligible function.

The title, "Making Connections: From the Classroom to the World Beyond", underscores one of the basic principles of language teaching echoed in the American Council on the Teaching of Foreign Languages (ACTFL) "Standards for Foreign Language Learning in the 21st Century". Teachers are constantly making connections in their language classes: to their students, to the curriculum, to other cultures, to teaching practices, to other disciplines, and to the global community. These connections are based on an infrastructure of language teaching and learning that involves research, theory, classroom practice, activities, and events. Over the past fifty years the profession has undergone enormous changes brought about by new research in second language acquisition as well as new directions in language teaching and learning. Once isolated from other disciplines, world languages now reaches out to them and incorporates them into the curriculum and into daily classroom activities. Furthermore, e-mail and the internet have added vast new dimensions to language teaching repertoire, enabling teachers to reach out to the global community in ways they were unable to previously. The articles are divided in sections that reflect and elaborate on the concept of making connections: (1) Making Connections to Program; (2) Making Connections to Research; (3) Making Connections to the Classroom; and (4) Making Connections to the Classroom and Beyond.

The concept of mediated learning is examined, focusing on the work of L. Vygotsky (1896-1934) and R. Feuerstein (born 1921). Mediated learning is the subtle social interaction between teacher and learner in the enrichment of the student's learning experience. Both theorists take a strong sociological approach to the development of intelligence and cognition; their socio-cultural psychology seeks to place human beings in a larger biological context. Mediation for learning is an important key to survival and success. Feuerstein makes an important distinction between functions (a Vygotskian concept) that serve as prerequisites of cognition, and cognitive operations, which correspond more or less to the Piagetian notion of intellectual operations. Empirical studies were conducted to apply each theorist's view. The Vygotskian study examined the discovery of contradictions in pictured situations for 19 young adult Russian immigrants to Israel who were special education teachers. The Feuerstein-based study was conducted between January and June of 1991 and examined thinking among 151 American minority middle grade (grades 5 through 7) students, 29 of whom were in special education. In both studies, the use of tools of instruction, embedded in scaffolding or apprenticeship models of learning, highlighted tasks of internalization of ability through mediation. Recognizing the importance of mediated learning could cause the teacher's role to move from provider of knowledge to learning facilitator, as the student becomes self-regulated, independent, and creative. There is a 57-item list of references. (SLD)

The theory of transformative learning, the process of making meaning of one's experience, emerged from the work of Jack Mezirow and has been explored through numerous research studies and critiques over the last 20 years. The purpose of this monographic is to provide greater insight into the transformative learning theory. The paper begins with an overview of transformative learning theory, including Mezirow's notion of rational transformation, Robert Boyd's concept of individuation, and Paulo Freire's view of social transformation. The literature review explores seven unresolved issues: individual change versus social action, decontextualized view of learning, universal model of adult learning, adult development--shift or progression, rationality, other ways of knowing, and the model of perspective transformation. Reflective notes in each section illustrate the application of theory to the practice of fostering transformative learning. The review identifies gaps and areas of controversy in Mezirow's work as well as research findings that attempt to broaden the theory. The third section outlines the essential conditions and techniques for fostering transformative learning and roles and responsibilities of educators and learners. One appendix organizes sources in the literature relevant to specific teaching-learning techniques; a second appendix outlines the purposes and salient results of 46 research studies. The paper contains 104 references. (SK)

Early entrance from secondary school to university, based on the principle of optimal match, is a rare but highly effective educational strategy for many gifted students. The University of Washington offers two early entrance options for gifted adolescents: the Early Entrance Program for students prior to age 15, and the UW Academy for Young Scholars for students after Grade 10. This study assessed the elements of optimal match that are best suited to different age groups. Four cohorts of Early Entrance Program and UW Academy students were surveyed on various themes, including their assessment of the transition and support services available to them, their satisfaction with the degree to which they had accelerated their education, their experience with family and friends, and their assessment of their own talents and abilities. Results suggested that similarities and differences in accelerative components exist for students of different ages. All early entrants need a period of intellectual preparation in a supportive and rigorous environment; a peer group; a home-base; communication with parents; a faculty and staff who enjoy teaching, advising, and mentoring gifted young scholars; and a welcoming university or college environment. However, programs for younger students need to provide more intensive academic transitioning during the first year, and programs for older students must balance students' competing needs for independence and guidance. Adequate preparation of parents and the institutional environment also are important to the success of early entrants, regardless of age. (Contains 3 tables.)

In order to help social learning become a more operational theory, this thesis attempts to create a better understanding of the conditions conducive to effective group action in a social context. Parts one and two trace the evolution of social learning theory in education and planning. Part three attempts to identify within a practical setting -- a ten-week project to plan and develop an ecology site with eighth graders -- elements of this dual process of individual change through experience and social system change through experimentation. Part four examines the impact of group structure (size and composition) on group effectiveness in participatory planning and action. It was found that four students to one facilitator appeared to be the most consistently effective ratio for beginning groups and that heterogeneity in group composition appeared to lower group effectiveness. Other variables considered included the nature of the task activity, the role of the facilitator, time, the role of structure, expert knowledge, and consensus on goals in supporting participatory action. In part five, implications for research and action are drawn from the experience with the junior high students. (Author/MLF)

In this paper we describe the development and refinement of "evidence rules" and "measurement models" within the "evidence model" of the "evidence-centered design" (ECD) framework in the context of the "Packet Tracer" digital learning environment of the "Cisco Networking Academy." Using "Packet Tracer" learners design, configure, and troubleshoot computer networks within an interactive interface. This leads to "product data," which result from the students' final submitted network configurations, and "process data," which are log file entries detailing how they got to the final configurations. We discuss how an iterative cycle of empirical analyses and discussions with subject-matter experts is essential for identifying and accumulating evidence about skill profiles of learners and their development. We present results from descriptive, exploratory, and confirmatory diagnostic modeling analyses for both data types, which required bringing to bear a diversity of tools from multivariate statistics, modern psychometrics, and educational data mining. We close the paper with a discussion of the implications of this work for evidence-based argumentation guided by ECD principles within digital learning environments more generally.

Globalization is a multifaceted phenomenon that does not yield easy definitions. The author examines three of its interconnected faces--neoliberalism, time-space compression, and globalism--to trace their implications for two principles of service-learning practice: reciprocity and meeting community needs. The article reconceptualizes these two principles, concluding that interdependence is a better fit with the values and practices of the field than reciprocity; conceptions of community should emphasize difference and intersection of public and private spaces; and community needs should be defined to support citizenship action, public work, and social justice. (Contains 1 figure and 17 notes.)

The design of computer-­based learning environments has undergone a paradigm shift; moving students away from instruction that was considered to promote technical rationality grounded in objectivism, to the application of computers to create cognitive tools utilized in constructivist environments. The goal of the resulting computer-­based learning environment design principles is to have students learn with technology, rather than from technology. This paper reviews the general constructivist theory that has guided the development of these environments, and offers suggestions for the adaptation of modest, generic guidelines, not mandated principles, that can be flexibly applied and allow for the expression of true constructivist ideals in online learning environments.

This paper reports on student experiences with an interdisciplinary project entitled "The Difficult Conversation", the aim of which was to develop professional competences linked with parental cooperation in heterogeneous social contexts, ethical reflection, pedagogical tact, and judgment skills. Student experiences with the project were reconstructed by analyzing 43 sets of reflection notes developed by second-year students who participated in the project in February and November 2015, and in January and November 2016. The students argued strongly in favor of the value of "The Difficult Conversation" reporting that it linked theory with practice, permitted them to develop empathy for parents, and provided them with a better understanding of parents from different cultural backgrounds. The conclusions refer to creating conditions for this aspect of professional learning in kindergarten teacher education programs.

THEOR"ACTIVE" learning is a multi dimensional attachment of theories and practices. The study explores to identify the implementation of theories into practices and how it is being perceived by the students. The research on THEOR"ACTIVE" was conducted with the master degree student coming from different countries at the University of Tampere. The methodology implemented was through group interview and open ended interview. Major finding about theor"active" learning was, in most cases, students do not imply theories, however, theories that have learnt are always unconsciously influencing the behaviour of an individual. Respondents also had experiences of not being able to implement theories at time when required, despite having it known in mind. Nevertheless, theoretical backgrounds are revolving into mind setting forming a mind craft. Theor"active" learning is stimulated with conditioning learning and the behavioural complexity. Theor"active" learning is combining the dimensional attachment between learnt and known phenomena into action driven to critical reflexivity. This however, shapes our mind construction with unconscious influences of theories learnt and known applying into practices that further implies for theor"active" learning behaviour. Theor"active" learning is a phase of generating critical reflexivity after acquiring the basis phenomena of content driven and objective driven. Theor"active" learning is nevertheless, knowingly or unknowingly is at the mind to craft the behavior of person at any given particular time.